Teacher Evaluation

Presentation for Principals and their School Staff Members

January 2012

Agenda

• Virginia Department of Education (VDOE) Guidelines

• FCPS Task Force

• What We Know

• What We Don’t Know (and What We Need to Do)

• Communication is Key

Virginia Board of Education Action

• Approved on April 28, 2011:

1. Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers

2. Virginia Standards for the Professional Practice of Teachers

• Becomes effective on July 1, 2012

VDOE Teacher Evaluation Work Group

• Members included:

• Jim Baldwin, former principal, Centre Ridge Elementary and executive director, Virginia Association of Elementary School Principals

o Stu Gibson, School Board member 1996-2011

o Michael Hairston, middle school teacher, president Fairfax Education Association

o Dr. James Stronge, College of William and Mary, directed the work group

VDOE Teacher Evaluation Work Group—Research

•Examined existing state laws, policies, and procedures related to teacher evaluation

•Reviewed selected teacher evaluation systems currently in use across Virginia

•Developed and recommended policy revisions related to teacher evaluation

•Developed models of evaluation that include measures of student growth

FCPS Teacher Evaluation Task Force

•Convened: September 2011

• It’s charge: To revise teacher evaluation process to use current research to improve instructional practice and comply with Virginia Guidelines and Standards by July 1, 2012

•Members: 19 teachers, seven principals, seven department and cluster representatives, and two community members

FCPS Teacher Evaluation Task Force

•Oversee pilot of the teacher evaluation tool and process prior to final recommendation

•Begin implementation countywide: Fall 2012

FCPS Teacher Evaluation Task Force

Teachers (19)

• Jean Arntz Bonner – Liberty Middle (English)

• Cheryl Binkley, Stuart High (English)

• Kelly Bresnahan, Marshall High (Special Education Cat B)

• Pam Cherry, Lane Elementary (Resource)

• Jennifer Chou-Silverio, Dogwood Elementary (Grade 3)

• Mary Kay Downes, Past President, Association of Fairfax Professional Educators

• Dana Garcia, Coates Elementary (ESOL)

• Steve Greenburg, President, Fairfax Federation of Classroom Teachers

• Gina Griffin-Evans, South County Secondary (Mathematics)

• Lizel Gonzalez, Rose Hill Elementary (Spanish Immersion)

• Michael Hairston, President, Fairfax Education Association

• Ellen Keyser, Aldrin Elementary (Kindergarten)

• Carla Okouchi, Hybla Valley Elementary (Music)

• Michael Parker, Sunrise Valley Elementary (GT)

• Valeria Porter, Foundations Alternative

• Raylene Robinson, Luther Jackson Middle (Special Ed. LD)

• Kanwaljit Sachdeva, Robinson Secondary (Chemistry)

• Jamie Sawatzky, Rocky Run Middle (Social Studies and FCPS Teacher of the Year)

• Judy Wang, Kings Park Elementary (Pre-K)

FCPS Teacher Evaluation Task Force

Principals (7)• John Banbury, Principal, Oakton High School

• Jamey Chianetta, Principal, Halley ES

• David Goldfarb, Principal, Fairfax High School

• Jennifer Knox, Assistant Principal, West Springfield HS

• Arlene Randall, Principal, Cooper Middle School

• Sal Rivera, Principal, Flint Hill ES

• Shane Wolfe, Principal, Baileys ES

Departments and Clusters (7)

• John Adams, Instructional Services (Art)

• Terri Breeden, Assistant Superintendent, Professional Learning & Accountability

• Amy Granahan, CTE, Instructional Services

• Ellen Mukai, Program Manager, Best Practices for Teaching and Learning

• Sam Newman, Director, Employee Performance and Development

• Peter Noonan, Assistant Superintendent, Instructional Services Department

• Marty Smith, Assistant Superintendent, Cluster I

Parents and Community (2)• Luke Chung, President, FMS Software Solutions

• Ramona Morrow, President, Fairfax County Council of Parent Teacher Associations (FCCCPTA)

What We Know

FCPS Task Force—New Evaluation Principles

• Implement a performance evaluation system that supports a positive working environment featuring communication between the teacher and evaluator that promotes continuous professional growth and improved student outcomes.

• Promote self-growth through a variety of opportunities such as goal-setting, reflection, action research, and professional development plans that contribute to instructional effectiveness and overall professional performance.

• Provide timely, constructive feedback to teachers to improve the quality of instruction and ensure accountability for classroom performance and teacher effectiveness.

• Support induction, staff development, leadership development, recognition, retention and selection of staff.

• Support collaborative teams and processes that contribute to successful achievement of goals and objectives defined in the school division’s educational plan.

VDOE New Performance Standards Guidelines

• Ratings are at the standard level rather than the indicator level.

• New model: For each standard, several generic key elements are provided.

• The key elements are not meant to be a checklist, but rather examples of the type of information included in the standard.

VDOE New Performance Standards

They address:

1. Professional knowledge 2. Instructional planning 3. Instructional delivery4. Assessment of and for learning5. Learning environment6. Professionalism 7. Student academic progress

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard One: Professional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

FCPS Task Force: Standards for the Professional Practice for All Teachers• Standard One Key Elements. The teacher:

o Demonstrates a comprehensive understanding of subject content and curriculum standards.

o Establishes instructional goals that demonstrate an accurate knowledge of students and assigned subject content.

o Demonstrates knowledge of instructional best practices.

o Knows how to differentiate to make subject content relevant, challenging, and meaningful for all students.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Two: Instructional Planning

The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Two Key Elements. The teacher:

o Aligns instructional objectives, learning activities, and assessments to the state standards, the division’s strategic goals, FCPS Program of Studies, and pacing guides.

o Designs instruction that is based on principles of effective instruction by collaborating with colleagues, other professionals, and families.

o Gathers and analyzes student data to develop and continuously adjust long- and short-range learning plans.

o Selects appropriate strategies, resources, and materials that promote student engagement, learning, and problem-solving based on different learning preferences and readiness levels.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Three: Instructional Delivery

The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Three Key Elements. The teacher:

o Differentiates instruction to meet the needs of all students.

o Selects, evaluates, integrates, and refines a variety of teaching strategies, delivery methods, and resources to create meaningful experiences that promote active learning for all students.

o Communicates learning goals clearly and checks regularly for student understanding.

o Accesses and integrates resources to support student learning.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Four: Assessment of and for Student

Learning

The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Four Key Elements. The teacher:o Works independently and collaboratively to analyze and interpret multiple

sources of data to identify student learning needs, guide planning and instruction, and assess the effectiveness of instruction.

o  Communicates expectations with clarity.

o Provides timely and meaningful feedback to students and parents that explains students’ progress towards learning expectations and targets.

o Utilizes a variety of formative and summative assessments that demonstrates students’ growth in knowledge and skills over time.

o Engages students in understanding of and assuming responsibility for quality work and provides timely, frequent, and effective feedback to guide that work.

o Develops in conjunction with students, measureable and appropriate goals for student progress and provides instruction that will enable students to achieve those goals.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Five: Learning Environment

The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Five Key Elements. The teacher:

o Creates and maintains a positive and safe environment to maximize learning and promote students’ social development

o Establishes clear expectations for classroom rules and procedures.

o Enforces classroom rules and procedures consistently and fairly to maximize academic learning time

o Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.

o Promotes cultural sensitivity by respecting students’ diversity, including but not limited to language, culture, race, gender, and special needs.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Six: Professionalism

The teacher maintains a commitment to professional ethics, communicate effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.

FCPS Task Force: Standards for the Professional Practice for All Teachers•Standard Six Key Elements. The teacher:o Collaborates, communicates, and works in partnership with students, families, administrators,

and colleagues within the school community to promote student learning at school and support student learning at home.

o Selects and creates learning experiences that are appropriate for curriculum and school improvement plans goals.

o Complies with federal and state laws and school and division policies; models professional and ethical standards.

o Collaborates with colleagues to develop consistent policies and procedures that create a school culture conducive to learning.

o Establishes goals for improving one’s own/personal knowledge and skills and participates in professional growth opportunities to meet those goals.

o Ensures the confidentiality of information and privacy of students, families, colleagues, and administrators.

o Effectively uses standard oral and written English in all communications.

o Collaborates with colleagues within and across content areas and grade levels.

FCPS Task Force: Standards for the Professional Practice for All Teachers

•Standard Seven: Student Academic Progress

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

VDOE New Performance Standards Guidelines

7. Student academic progresso VDOE work group recommended the use

of goal-setting as a component of this measure.

o Work group recommended student academic progress account for a significant component of the evaluation—at least 40 percent of the evaluation.

o Multiple measures of student academic progress must be used in making decisions about an individual teacher’s performance evaluations

What We Don’t Know (and What We Need to Do)

FCPS Teacher Evaluation Task Force

Work to Do:• Key elements for standard seven

• Data sources related to student academic progress

• Weight of standards

• Rating rubric

How Will Student Growth Percentiles Data Be Used in Evaluations?

• Yet to be determined by FCPS Teacher Evaluation Task Force

• VDOE will begin reporting growth percentiles in

addition to scaled scores, fall 2011, for students in Standards of Learning (SOL) for reading and math grades 4-8 and Algebra I through grade 9.

• Growth percentile: how much progress student has made in either reading or math relative to progress of students whose achievement similar on previous assessments.

Communication Is Key

• Updates: o Supergram, Info For Educatorso http://www.fcps.edu/hr/epd/evaluations/o Conversations: Teacher Evaluations newslettero Conversation Starters talking points

• Send questions to:o HRQuestions@fcps.edu

• More information available at VDOE: o http://www.doe.virginia.gov/teaching/performa

nce_evaluation/index.shtml